The standards that drive the oral rhyming lesson deal with the success of future reading abilities in children. Phonological awareness is used as a predictor of later success in reading. Those who demonstrate proficiency in phonemic awareness are usually more advanced early readers, while those who display difficulty will require more work on reading skills. Recognizing the sounds in words will aid the students in language and reading acquisition. Therefore, the standard benchmarks for this lesson are to instigate successful early reading through the promotion of phonemic awareness.
The objective of the oral rhyming lesson is to provide the students with the knowledge to identify words that rhyme. It will raise phonemic awareness, giving the children the ability to notice, contemplate, and work with the sounds in words. They will apply their newly acquired phonological skills in recognizing rhyming words. By the end of the lesson they will be able to differentiate words that begin with different sounds, but have the same ending sounds, and pair these words together. They will be able to determine whether or not two words rhyme when they are spoken and will also be able to complete a sentence using a word that rhymes with another in the sentence.
II. The Learning Environment
The learning environment for the lesson was one that allowed active participation for the entire class. The students sat in a circle on the carpet with the teacher on one end. A board sat next to her where the students were to put up the items that were being used for rhyming. This made it necessary for the students to get up out of their seats and contribute to the story that was being developed, engaging them and issuing a specific part to each of them. The circle provided a friendly environment for the classmates to work together in progressing the story and also encouraged the students to help each other if necessary. The lesson required participation from everyone, therefore assuring that all of the students were involved in learning. Having the teacher sitting in front allowed her to be heard and seen by all of the students and also allowed her to see them and monitor their performance.
III. The Learning Activities
The opening of the lesson requires a reading of Miss Mary Mack. The teacher then asks the students the sounds that they heard in the story, placing an emphasis on the rhyming words and identifying them for the students. The story is reread, with the students saying it along with the teacher. This time, the students are to fill in the rhyming words. The middle of the lesson requires student engagement in an activity. The teacher explains that she will hold up two pictures and say the names of the objects in them. If they rhyme, the students are to hold their thumbs up. If they do not rhyme, the students put their thumbs down. Next, the teacher passes out picture pieces and explains that everyone will be able to participate. She tells the students that they will be making a picture on the board with their pieces. When she reads a sentence, the student with the piece that rhymes with another word in the sentence goes up and places the piece on the board, thus creating a picture. When the story is completed and all the pieces are on the board, the teacher reads the story again, this time in a way that requires the students to retrieve their pieces from the board when the sentence has a word that rhymes with their object.
IV. Personal Reflections (Yours)
By structuring the lesson as the teacher did, it is easy for her to recognize the students that are more or less proficient at phonemic awareness. Those that are less proficient are the ones who do not realize right away that their object rhymes with the word the teacher has said. They also answer the thumbs-up/down activity incorrectly or were unsure of themselves. Those that are proficient or exceed proficiency realize right away that their word rhymes with the one the teacher said and were quick to respond to the thumbs-up/down exercise. They are also able to help the ones who are unsure of the answers. This characteristic of the lesson is important because the teacher can then provide more attention to those who need extra assistance in understanding phonemic concepts. It was also a hands-on, group activity. When students participate in an activity, it makes the lesson more memorable for them. In addition, the repetition of the words they used in the rhymes helped to reinforce the lesson for them.
Title: Oral Rhymes
Authors:
1. Chelsea Schubart2. Jessica Brown
I. Standard Benchmark(s) and Learning Objective:
The standards that drive the oral rhyming lesson deal with the success of future reading abilities in children. Phonological awareness is used as a predictor of later success in reading. Those who demonstrate proficiency in phonemic awareness are usually more advanced early readers, while those who display difficulty will require more work on reading skills. Recognizing the sounds in words will aid the students in language and reading acquisition. Therefore, the standard benchmarks for this lesson are to instigate successful early reading through the promotion of phonemic awareness.The objective of the oral rhyming lesson is to provide the students with the knowledge to identify words that rhyme. It will raise phonemic awareness, giving the children the ability to notice, contemplate, and work with the sounds in words. They will apply their newly acquired phonological skills in recognizing rhyming words. By the end of the lesson they will be able to differentiate words that begin with different sounds, but have the same ending sounds, and pair these words together. They will be able to determine whether or not two words rhyme when they are spoken and will also be able to complete a sentence using a word that rhymes with another in the sentence.
II. The Learning Environment
The learning environment for the lesson was one that allowed active participation for the entire class. The students sat in a circle on the carpet with the teacher on one end. A board sat next to her where the students were to put up the items that were being used for rhyming. This made it necessary for the students to get up out of their seats and contribute to the story that was being developed, engaging them and issuing a specific part to each of them. The circle provided a friendly environment for the classmates to work together in progressing the story and also encouraged the students to help each other if necessary. The lesson required participation from everyone, therefore assuring that all of the students were involved in learning. Having the teacher sitting in front allowed her to be heard and seen by all of the students and also allowed her to see them and monitor their performance.III. The Learning Activities
The opening of the lesson requires a reading of Miss Mary Mack. The teacher then asks the students the sounds that they heard in the story, placing an emphasis on the rhyming words and identifying them for the students. The story is reread, with the students saying it along with the teacher. This time, the students are to fill in the rhyming words. The middle of the lesson requires student engagement in an activity. The teacher explains that she will hold up two pictures and say the names of the objects in them. If they rhyme, the students are to hold their thumbs up. If they do not rhyme, the students put their thumbs down. Next, the teacher passes out picture pieces and explains that everyone will be able to participate. She tells the students that they will be making a picture on the board with their pieces. When she reads a sentence, the student with the piece that rhymes with another word in the sentence goes up and places the piece on the board, thus creating a picture. When the story is completed and all the pieces are on the board, the teacher reads the story again, this time in a way that requires the students to retrieve their pieces from the board when the sentence has a word that rhymes with their object.IV. Personal Reflections (Yours)
By structuring the lesson as the teacher did, it is easy for her to recognize the students that are more or less proficient at phonemic awareness. Those that are less proficient are the ones who do not realize right away that their object rhymes with the word the teacher has said. They also answer the thumbs-up/down activity incorrectly or were unsure of themselves. Those that are proficient or exceed proficiency realize right away that their word rhymes with the one the teacher said and were quick to respond to the thumbs-up/down exercise. They are also able to help the ones who are unsure of the answers. This characteristic of the lesson is important because the teacher can then provide more attention to those who need extra assistance in understanding phonemic concepts. It was also a hands-on, group activity. When students participate in an activity, it makes the lesson more memorable for them. In addition, the repetition of the words they used in the rhymes helped to reinforce the lesson for them.SBLD - Oral Rhymes F08